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Effective communication throughout a workplace is an essential ingredient to align people’s efforts towards achieving goals. Yet it seems that ‘communication problems’ are continually mentioned as one of the main difficulties for most organisations.
Your boss, the CEO of ABC Company, has asked you to investigate the issues associated with each of the following four workplace communication strategies:
1. Social media to improve internal and external communication
MNG8
1
001 2017 Session 3 MARKING RUBRIC: ASSESSMENT
4
MNG81001 MANAGEMENT COMMUNICATION
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Assessment 4 |
GROUP REPORT |
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Document design |
Report |
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Due Date |
Friday 2nd February 9.00am(QLD time) |
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Length |
1500 words (+/- 10%) per individual group member + group contribution + 3-minute individual presentation |
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Weight |
35% |
Effective communication throughout a workplace is an essential ingredient to align people’s efforts towards achieving goals. Yet it seems that ‘communication problems’ are continually mentioned as one of the main difficulties for most organisations.
Your boss, the CEO of ABC Company, has asked you to investigate the issues associated with each of the following four workplace communication strategies:
1. Social media to improve internal and external communication.
2. Communicating to customers.
3. Connecting with employees.
4. Crisis communication developing strategies to protect the reputation of the organisation in a crisis.
Working in groups of four, each student will write on one of the workplace communication strategies.
Please follow these guidelines to complete the assessment:
1. This assessment comprises two parts: a. group-assigned written report b. three-minute individual oral presentation.
2. You will be assigned to a group of four students. Internal students will be given their group in the tutorial; external students will be notified via email.
3. The purpose of this assessment is for you to engage in web-based research. Each student in your group needs to select ONE of the four workplace communication strategies.
4. Start your web-based research with a search of popular business publications, even trade journals, professional journals and current affairs journals, for any information about workplace communication strategies. Finally, use academic research to support your findings in relation to your selected theme.
5. Each student needs to find 8-10 secondary sources for his/her section. Please note you are expected to use a minimum of four (4) refereed academic journals. You will be shown how to tell if a journal is peer reviewed/refereed. Do not include more than 10 references per student.
6. Document using SCU Harvard format.
7. You are encouraged to write a first draft of this report at least one week prior to the due date to ensure adequate time for revision. Please be aware that the writing quality and appropriate referencing will be marked as well as the content.
8. Submit the report Turnitin via the Blackboard site no later than the due date: Friday 2nd February 2018, 9.00am (QLD time). Please note: only one student submits on behalf of their group.
9. In addition to the report each student will be required to give a three minute oral presentation on their respective report section.
10. Refer to the Marking Criteria Guide and Marking Rubric located under Assessment Details on the Blackboard.
PRIOS/CDT brief (covered in lecture and tutorials) for Assessment 4:
a. Purpose: To conduct web-based research into workplace communication strategies.
b. Reader: The CEO of ABC Company (your boss).
c. Information: Based on Internet research.
d. Organisation: Direct order approach.
e. Style: Formal. Be sure to proofread carefully to ensure that there are no sentence-level errors such as spelling mistakes, wrong word choice, incorrect punctuation, etc.
f. Channel choice: Written document and oral presentation.
g. Document design: Report format.
h. Length: 1500 words per group member for the report + a three minute oral presentation.
Please note:
1. All applications for Special Consideration need to be submitted before the due date of the assessment item. For more information see
http://scu.edu.au/students/index.php/30
and Rule 3 – Coursework Awards – Student Assessment and Examinations
http://policies.scu.edu.au/view.current.php?id=0014
Computer failure will not be accepted as a reason for missing an assessment deadline: you are strongly advised to backup all of your work, for example on a USB flash drive, to ensure that you are still able to submit to a deadline in the event of a computer related failure.
2. In cases where there are no accepted mitigating circumstances as determined through Special Consideration procedures, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be applied for late submissions as soon as the deadline is reached.
3. Students are reminded of the extremely serious view the University takes with regard to plagiarism and are strongly advised to read the university’s policies on academic integrity and the penalties associated with academic misconduct (see: https://policies.scu.edu.au/ view.current.php?id=00142, as well as information in the UIG).
Marking criteria/weighting
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Evaluation criteria |
Task |
Weighting |
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A. Individual report |
60% |
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1.Purpose & Audience Understanding and addressing the question |
Has the student understood the task and covered the key points? Does the response adequately address the topic and task? Does this document take into account the needs of the audience? Does this document provide adequate information for the reader? Does the writer thoroughly address any potential questions from the reader? |
( 20% ) |
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2. Structure & Organisation (Individual) |
Is there a clear structure to the response? Does the introduction, body and conclusion contain all the identifying features ? Do the paragraphs contain one main idea that is explored using relevant evidence? |
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3.Research & Language |
Is there evidence of research? Is it properly referenced? Are source materials properly integrated and referenced in-text? Is there a range of vocabulary? Are sentences grammatically correct? Are sentences accurate and complete? Has a spell check been used? Is spelling accurate? |
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B. Structure & Organisation (Group) |
Are all required elements of the report (as identified in the assignment) present and completed to a high standard? Is there a clear overall introduction and conclusion? Is there a clear Abstract? Are there clear organisational signposts between each individual contribution? Are all individual reference lists merged into one reference list? Are central concepts defined? Is there strong coherence and cohesion. |
20% | ||
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C. Individual presentation |
Students will be assessed on: 1. Content 2. Delivery |
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Fail |
Pass |
Credit |
Distinction |
High Distinction |
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0 – 49 |
50 – 64 |
65 – 74 |
75 – 84 |
85 – 100 |
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<15 |
15 – 19 |
19.5 – 22 |
22.5 – 25 |
25.5 + |
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Multiple parts of the assignment are missing or incomplete. Student fails to answer the question. |
Essential elements are imprecise or absent. Work at a level that would be considered basic. |
Key elements are presented but could be further developed and given ore depth. |
Most aspects included in a final, well-developed form. |
The assignment contains all required elements and is of the highest order. |
1
MNG81001 2017-Session 3 Assessment 4
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1. Purpose and Audience (20%) |
2. Structure and Organisation Individual (20%) |
3. Research and Language Use (20%) |
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High Distinction |
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All aspects of the assessment are comprehensively and appropriately explored, supported and covered. The writer’s position and/or purpose is clear and fully developed throughout the assessment. All ideas are relevant and appropriate for the audience. Reference to required number of relevant sources. The specified word length is met (2000 words +/– 10%). Writing communicates meaning clearly and achieves purpose of the task. |
The introduction is solid and thorough and includes all identifying features. Strong and relevant thesis statement with controlling idea(s) linked to topic sentences. Conclusion clearly relates back to the title, thesis statement and main points. Presents a well-defined summary of the whole paper. Well-defined argument. Information and ideas are logically organised and easily followed. Cohesion between sentences and paragraphs is highly effective, and all internal headings are used effectively and sufficiently. Paragraphing is used appropriately and skillfully. Format enhances readability of the paper. |
Paraphrases and synthesises information in own words; cites the originating author(s) and provides the corresponding reference. Quotes (where appropriate) used sparingly and cited correctly. Information is correctly referenced following the SCU Harvard style for both in-text and end-of-text referencing. A wide range of vocabulary is used accurately and appropriately (for audience); spelling is correct. A wide range of grammatical structures are used accurately and appropriately throughout with no errors (incl. punctuation errors. Reference to required number of 8-10 secondary sources with a minimum of four (4) refereed academic journals. |
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Distinction |
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All aspects of the assessment are addressed and supported sufficiently and appropriately. The writer’s position and/or purpose is clear and well-developed. The specified word length is met (2000 words +/– 10%). Information and ideas are relevant and appropriate for the audience (minor lapses may occur). Writing communicates meaning to a satisfactory level and achieves purpose of the task. |
The introduction is clear and appropriate and includes all identifying features. Appropriate and relevant thesis statement with controlling idea(s) linked to topic sentences. Conclusion clearly relates back to the title, thesis statement and main points. Presents a good summary of the whole paper. The organisation of information and ideas is logical (only minor lapses/loss of coherence occur). Cohesion between sentences and paragraphs is often very effective, and internal headings are often effective and sufficient. Paragraphing is appropriate. Each paragraph has one clear main idea (lapses are rare). |
Paraphrases and synthesises information in own words; cites the originating author(s) and provides the corresponding reference. Quotes (where appropriate) used sparingly and cited correctly In-text and end-of-text referencing is mostly accurate (some minor inconsistencies/inaccuracies) A range of vocabulary is used accurately and appropriately (for audience); minor spelling errors. A range of grammatical structures are appropriately used; some minor errors, (incl. punctuation errors). Reference to required number of 8-10 secondary sources with a minimum of four (4) refereed academic journals. |
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Credit |
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Nearly all aspects of the assessment are addressed with appropriate support (although more support may be needed in some areas). The writer’s position and/or purpose are generally developed and clear. The specified word length is met (2000 words +/– 10%). Most information and ideas are extended sufficiently, but there may be a minor lack of clarity or focus and/or relevance in some supporting ideas/material. Writing generally communicates effectively but logic and meaning not always clear. |
The introduction is adequate; outlines identifying features but greater clarity required. The thesis statement makes an overly broad claim and is somewhat ambiguous in meaning. Conclusion addresses most main areas adequately. Information and ideas are generally organised logically (lapses/loss of coherence may occur). Cohesion between sentences and paragraphs is helpful (although errors, repetitive use, or underuse occur), and some internal headings are well-managed. Paragraphing is generally effective and appropriate but may not always be logical, and/or the main idea of the paragraph may not always be clear. |
Most attempts at paraphrasing and synthesising are sufficient, accurate, and appropriate; cites the originating author(s) and provides the corresponding reference. Quotes (where appropriate) used sparingly and mostly cited correctly. Some errors in the SCU Harvard reference style – in-text and end-of-text referencing. Vocabulary is generally used adequately, accurately and appropriately (for audience), some spelling errors. Grammatical structures are generally used accurately and appropriately, although errors (incl. punctuation errors) occur, and these may impede communication. Reference to required number of 8-10 secondary sources with a minimum of four (4) refereed academic journals. |
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Pass |
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Most major aspects of the assessment are addressed (minor aspects may be missing), but some parts lack appropriate support and/or extension. The format of the assessment may not be appropriate and/or the specified word length (2000 words +/-10%) is not met. The writer’s position and/or purpose lacks clarity. Information and ideas may be insufficiently extended for the audience, and there may be a lack of clarity and/or relevance. There may be some repetition. Writing generally communicates adequately but logic and meaning not always clear. |
Some aspects of the introduction are sufficient; although at times overly vague with broad generalisations; greater clarity and direction needed. Thesis statement makes an overly general claim and is somewhat ambiguous in meaning. Conclusion attempted but does not appropriately sum up findings or link back to the Information and ideas may not always have a clear progression, and there may be a lack of coherence in some areas. Cohesion between sentences and paragraphs is sometimes helpful (although errors, repetitive use, or underuse occur), but internal headings may be missing and/or inappropriate. Paragraphing is evident but may not always be logical and/or the main idea of some paragraphs is unclear. |
Most attempts at paraphrasing and synthesising are insufficient, inaccurate, and/or inappropriate; not all originating author(s) cited with corresponding reference. Overreliance on quotes (where appropriate); some errors in citation. In-text and end-of-text referencing lacks accuracy and/or consistency. Vocabulary is adequate but is sometimes used inaccurately and/or inappropriately (for audience), and spelling errors may occur. Grammatical structures lack accuracy, and errors (incl. punctuation errors) impede communication. Reference to required number of 8-10 secondary sources with less than four (4) refereed academic journals. |
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The requirements of assessment are not sufficiently covered and/or supported. The format of the assessment is not appropriate. The specified word length exceeds 2200 words/is less than 1800 words. The writer’s position and purpose often lacks clarity. Information and ideas are insufficiently extended and/or supported for the audience. Those presented are often irrelevant, repetitive and/or inadequate. Logic and meaning not clear. |
The introduction is poorly written; does not address the main identifying features (purpose, thesis statement and blueprint). No thesis statement provided. No logical conclusion. Fails to summarise the main ideas which have been discussed or make a final comment about the paper’s main idea. Information and ideas lack a clear progression and coherence. Cohesion between sentences and paragraphs is often erroneous or missing, and internal headings are missing and/or inappropriate. Paragraphing may be missing, and the main idea of paragraphs is often unclear. |
Evidence of paraphrasing plagiarism; original author’s words moved around, while summarising the main ideas; fails to cite the original author(s) and to provide the corresponding bibliographic reference. Overreliance on (>10%) or no quotes. Fails to follow Harvard referencing style for both in-text and end-of-text referencing. Vocabulary is often inadequate, inappropriate (for audience) and inaccurate; words often incorrect or incorrectly used; substantial spelling errors. Grammatical structures lack accuracy, and errors (incl. punctuation errors) strain communication. Attempts at paraphrasing are insufficient, inaccurate, and/or inappropriate. Reference to required number of 8-10 secondary sources with less than four (4) refereed academic journals. |
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Fail |
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Structure and Organisation (Team) (20%) |
All required elements of the report (as identified in the assignment) are present and completed to a high standard. The report is presented in a professional-looking document, using informative headings and figures/tables where appropriate. |
All required elements of the report (as identified in the assignment) are present and completed to a satisfactory standard. Attention to the presentation is given, but may not be well-executed. |
Key elements of the report are not provided and/or presented with minor errors evident. Overall presentation of the document is not to a professional standard. |
Key elements of the report are not provided and/or presented with major errors evident. Overall presentation of the document is not to a professional standard. |
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Individual presentation (20%) |
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Delivery |
Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Speaks with fluctuation in volume and inflection to maintain audience interest and emphasise key points. |
Consistent use of direct eye contact with audience, but still returns to notes. Speaks with satisfactory variation of volume and inflection. |
Displays minimal eye contact with audience, while reading mostly from the notes. Speaks in uneven volume with little or no inflection. |
Displays minimal eye contact as entire report is read from notes. Speaks in low volume and/ or monotonous tone, which causes audience to disengage. |
Holds no eye contact with audience, as entire report is read from notes. Speaks in low volume and/ or monotonous tone, which causes audience to disengage. |
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Content |
Demonstrates full knowledge of topic. Provides clear purpose and subject; pertinent examples, facts, and/or statistics; supports conclusions/ideas with evidence. |
Is at ease with topic without elaboration. Has somewhat clear purpose and subject; some examples, facts, and/or statistics that support the subject; includes some data or evidence that supports conclusions. |
Is at ease with topic. Attempts to define purpose and subject; provides some examples, facts, and/ or statistics, which adequately support the subject. |
Is uncomfortable with topic. Attempts to define purpose weak examples, facts, and/ or statistics, which do not adequately support the subject; includes very thin data or evidence. |
Does not have grasp of information and cannot answer questions about subject. Does not clearly define subject and purpose; provides weak or no support of subject; gives insufficient support for ideas or conclusions. |
4
